Relationship between Principals’ Emotional Intelligence and their Conflict Resolution Approach in Public Secondary Schools in Anambra State

Abstract

The study examined the relationship between principals' emotional intelligence and their conflict resolution approach in public secondary schools in Anambra State. The research involved 6,396 teachers from six Education Zones, with 1,200 teachers selected using a multi-stage sampling technique. The Principals' Emotional Intelligence Questionnaire (PEIQ) and Principals' Conflict Resolution Approach Questionnaire (PCRAQ) were used to collect data. The instruments were verified for face validity by three experts, and Cronbach Alpha was used to check internal consistency. Pearson Product Moment Correlation was used to answer research questions, and linear regression was used to test the null hypotheses at a 0.05 alpha level. The results showed a strong positive relationship between principals' self-awareness, self-management, and conflict resolution approach in Anambra State. However, there was a weak positive relationship between principals' social-awareness and conflict resolution approach. The study recommended continuous professional development for principals to enhance self-awareness, including workshops and training sessions that promote introspection and self-reflection.